A Current Survey Of Rural Teachers’ Local Knowledge

At present, standardization, urbanization and non-locality are the characteristics of teachers’professional development in China. But it is not beneficial to the rural teachers’professional development, for these teachers live in rural areas all the time. As is known to all, the rural teachers are regarded as representatives of local society and "the greatest intellectual". They should be the guardians of the local social norms and leaders of local civilization, also they should publicize the local culture, promote the production and lead the values, etc. However, in fact, the rural teachers’local knowledge is not optimistic. This paper researched the current situation of the rural teachers’ local knowledge, and explored how rural teachers understood and applied the rural local knowledge.Currently, rural teachers must master the pedagogy knowledge, disciplinary knowledge and practical knowledge, in addition, they must also master the local knowledge, such as the production local knowledge, the history local knowledge, the traditional customs local knowledge, folk art local knowledge, the geographical landscape local knowledge and so on.Rural teachers grasp local knowledge can promote the teaching quality and their own professional development, at the same time, inherit and innovate the local knowledge and local culture. So, local knowledge has important value and practical meaning for the rural teachers.The author used the fieldwork method, classroom observation method, interview method, case research method and so on to investigate the rural schools and teachers. Exploring the rural teachers’attitude towards local knowledge, their activities about local knowledge in teaching and daily life, and their evaluation of local knowledge, etc. Combining with document literature, particularly the previous results. To comprehensive understand of the present situation of local knowledge of rural teachers. Based on the situation and the problems of local knowledge of rural teachers, the author deeply analyzed the factors and conditions of the development of local knowledge of rural teachers. On these bases, the author putted forward effective strategies and approaches to promote the local knowledge of.rural teachers.